Scientists and the Science Educators: Collaborating to Develop Conceptual Change Teaching Strategies

Research in science education has identified conceptual change teaching strategies that may enhance pre-service teachers’ understanding of scientific concepts and processes. These strategies, supported by constructivist learning theory in the social and cognitive sciences, include the use of discrepant events to engage students’ prior knowledge, the learning cycle, and collaborative learning. Science educators have used these strategies to challenge alternative conceptions of pre-service K-8 teachers in methods courses in an effort to facilitate learning scientific concepts. Pre-service K-8 teachers, motivated to explore scientific phenomena and clarify their own understandings, gain confidence in their ability to learn science and are better prepared to use similar strategies with children. In redesigning innovative courses for pre-service teachers in university science departments, scientists and science educators would benefit from a mutual collaboration to develop instructional strategies informed by constructivist learning theory. In this partnership, scientists, experts in content and scientific research, would work with science educators to develop curriculum in both science and science methods courses that challenges pre-service teachers’ existing knowledge and facilitates more authentic understandings of science. A more seamless transition would thus be possible between science courses and science methods courses

The triple challenges associated with age-related comorbidities in Down syndrome

Background Major increases in the survival of people with Down syndrome during the last two generations have resulted in extended periods of adulthood requiring specialist care, which in turn necessitates greater understanding of the nature, timing and impact of comorbidities associated with the disorder. Method The prevalence of five comorbidities reported as common in adults with Down syndrome, visual impairment, hearing impairment, epilepsy, thyroid disorders and dementia was assessed by decade of life. Results From early adulthood, people with Down syndrome are at enhanced risk of developing new comorbidities and they may present with multiple conditions. Three specific challenges are identified and discussed: are comorbidities detected in a timely manner, is the clinical progress of the disorder adequately understood, and who is responsible for the provision of care? Conclusions Further detailed investigations into the development and treatment of comorbidities across the lifespan are needed for a successful longitudinal approach to healthcare in people with Down syndrome. Implementation of this approach will better inform healthcare providers to ensure continuity of care with advancing age

The economic ecology of small businesses in Oxfordshire

Report by the Oxfordshire Economic Observatory (OEO) for the Federation of Small Businesses (FSB), Oxfordshire Branch

Exact expression for Drude conductivity in one-dimension with an arbitrary potential

An exact expression for the Drude conductivity in one dimension is derived under the presence of an arbitrary potential. In getting the conductivity the influence of the electric field on the crystal potential is taken into account. This coupling leads to a systematic deformation of the potential and consequently to a significant modification of the charge transport. The corrections to the conventional Drude conductivity are determined by the configurational part of the partition function. The activation energy for the conductivity process is expressed by a combination of the free energy of the underlying equilibrium system. The electric current is calculated in the linear response regime by solving the Smoluchowski equation. The steady state solution differs significantly from the equilibrium distribution. In case of a tight binding potential the conductivity offers corrections depending on the amplitude of the potential. As a further application we discuss nanocontacts with piecewise constant potentials. The electric conductivity is corrected by the potential height.Comment: 12 pages, 3 figure

Regional planning and sustainability: Towards integration in the Uk and EU

A key premise of the paper is that the regional level of planning is a particularly appropriate level for the integration of biophysical and socio-economic development issues. The UK, and the European Union (EU) more generally, have witnessed some important developments in regional planning practice over the last decade which have sought to encourage such integration. The paper reviews examples of innovative applications of Strategic Environmental Assessment (SEA) and Sustainability Appraisal (SA), in relation to EU Structural Funds, the new generation of UK Regional Plans, and UK Multi-Model Transport Corridor studies. It concludes with an appraisal of progress to date towards the goal of a more integrated approach

Exploring Water Filtration Methods for Implementation in Rural Mozambique

Of Mozambicans living in rural areas, nearly two-thirds are without access to clean drinking water sources, leading to waterborne diseases and diarrhea. Thus, a great need exists for an effective and sustainable water treatment solution for rural Mozambicans. Boiling, solar disinfection, and membrane-based processes are analyzed with respect to their effectiveness and economic sustainability in an attempt to propose a solution to those living in rural Mozambique. The most sustainable option is membrane-based processes, with two particular systems showing the most promise: Skyhydrant™ and LifeStraw®. These two ultrafiltration system are extremely effective at retaining almost all forms of bacterial and viral contaminants in source water and provide clean water at a rate of $0.0001/L (Skyhydrant™) and$0.0011/L (LifeStraw®)

Rhino War: A general’s bold strategy in the Kruger National Park

No abstrac

The Two Worlds of the Two Ugetsu Monogatari

What is it about one work that would inspire another artist to re-explore his own views in that context? The similarities and differences between Akinari's Ugestu monogatari and Mizoguchi's revisitation, Ugetsu, reveal tantalizing clues about their authors and the society in which they were created. Ugetsu monogatari is the product of Tokugawa-era Japan, a time of a restrictive government that censored works and even imprisoned authors if they voiced disagreement with government policy. Ugetsu was filmed in postwar Japan, while the American occupation impressed its own views upon the Japanese film industry. This thesis is an exploration of the factors that may have influenced the plotline and character protrayal in Ugetsu monogatari and Ugetsu. It examines the differences between Akinari's Ugetsu monogatari and Mizoguchi's Ugetsu and questions why those differences exist

Developing tomorrow\u27s school leaders: The Western Australian Catholic education Aspiring Principals Program

The Aspiring Principals Program is a two-year principal preparation program convened by the Catholic Education Office of Western Australia. The program targets selected primary school assistant principals and secondary school deputy principals aspiring to principalship of Western Australian Catholic schools. The eight aspirants who commenced the program in January 2011 and graduated in December 2012 participated in the research. The purpose of the research was to explore aspirant perceptions of Catholic principalship before, during and upon completion of the program together with the influences provoking discernible perception changes. Specifically, four aspirant perceptions were explored by the research: Catholic principalship role components and the capabilities required for effective performance; factors enhancing interest in principalship; factors diminishing interest in principalship; and self-efficacy to commence principalship. The research was qualitative in nature and used interpretivism, specifically symbolic interactionism, as its theoretical perspective. Collective case study was chosen as the research methodology. Three qualitative, semi-structured interviews (pre-program, mid-program and end-of program) were the primary instruments used to collect data for the research. Data analysis took the form of the Miles and Huberman (1994) interactive model of data management and analysis. The research suggested that the program assisted aspirants to develop a holistic understanding of Catholic principalship role components and requisite capabilities; clarify their attraction to the role; identify, experience and mitigate disincentives; and confirm or achieve high self-efficacy to commence principalship. As aspirants participated in and completed the program, they attributed discernible perception changes to the influence of three program-related features: a well-facilitated, coherent, rigorous and systematic curriculum; development of support networks and interaction with network members; and active learning experiences. However, the research revealed seven program deficiencies. Firstly, the program did not adequately address the requirement of the principal, as leader of the role component, Catholic identity, to develop the school as a faith community by providing opportunities to reflect, pray and participate in sacramental and liturgical celebrations. Secondly and thirdly, the program provided aspirants with a superficial understanding of the role components, teaching and learning and community engagement and development. Fourthly, the program omitted to emphasise vital responsibilities associated with the role component, school improvement such as the need for the principal to distribute leadership to develop staff leadership capacity. Fifthly, although the program was effective in equipping aspirants with the knowledge and understanding required to effectively lead and manage the role components, stewardship of resources and school improvement, it largely ignored that pertaining to Catholic identity, teaching and learning and community engagement and development. Sixthly, the program did not address the principles of strategic planning, important when ‘charting the course’ for the achievement of school vision. Finally, the program did not prepare aspirants for disincentives emanating from the reality of principalship appointment. This was especially the case for aspirants preparing to depart Perth to commence principalship of Catholic schools in country and remote areas. As a result of the research, an integrated model of principal preparation was proposed for the consideration of local, national and international program designers. The model, designed to achieve the goal of enhanced aspirant self-efficacy to commence principalship, is comprised of three integrated pieces: program design principles; program theory; and active learning experiences. The research also culminated in six recommendations, three suggested areas of further research and six possible, although highly contextualised, additions to the existing body of theory pertaining to principal preparation

Learning to belong: A study of the lived experience of homeless students in Western Australia

This is a phenomenological study of the lived experiences of homeless young people in Western Australia. Its focus is the reasons why homeless young people leave education, although many of them make a serious effort to complete post-compulsory schooling. The study was qualitative, and was designed as an in-depth analysis of the experiences of five young people aged between 15 and 17, all attending the same school. Data collection consisted of two in-depth interviews with each participant, and a focus group discussion with all five. Although the study’s focus as the issue of homelessness and schooling, it quickly expanded when it became quite clear that the issues confronting these students went far beyond the school grounds. Homelessness to these young people was not about shelter or accommodation, it was about searching for a place to belong, and a place to be at ‘home’. The study challenges the idea that schooling and housing are merely practical issues. Instead, it illustrates how the social and psychological implications of homelessness have a strong negative impact on schooling, and how the young homeless person’s physical ability to attend classes is not as important as being able to pay attention, contribute, and learn, in the face of overwhelming social pressures. The study’s results are similar to others in that it found that homelessness poses many obstacles to young people wishing to succeed in education, and that current initiatives to retain such students fall short of requirements. This study provides insight into the unique experiences of the young homeless people themselves. It demonstrates that young people need a holistic approach to support, an approach that goes beyond the instrumental needs of education to include all aspects of everyday life